Dropped in and out of presentations convened by the University of Wollongong's WATTLE. The forum centred around 'InspirED Horizons': Embracing educational innovation and Gen AI. I attended the Gen AI streams, which occurred in the early evening NZ time (afternoon in Australia).
Missed most of the beginning as I was facilitating a workshop. began with the sessions just after 4.30pm NZ time on 'assessment and academic integrity. There were 3 short 5 minute presentations followed by a Q & A session.
Firstly with Dr. Vinod Gopaldasani et al. on 'empowering academics' assessment feedforward using an agile chatbot'. Created, trained chatbot which was adaptable and scalable across all subjects. Goal to reduce 'redundancies' i,e, repeated questions from student email. Used dialogflow (similar to Google Bard), piloted with one assessment (undergraduate first year course with quiz, reflection and essay). Able to link the chatbot to course Moodle site. Showed examples of 'training' and presently collecting data, identify language nuances, continued training and asked for collaboration with other courses.
Followed by Dr. Jane Al Kouba et al. with 'unrestricted data exploration and plagiarism-resistant assessments during a 'lab data generator'. Create opportunity for students to learn through failure. The sessions mitigate plaigiarism as the lab data generator simulations replicates lab activity with various permutations and unique datasets for each student. Feedback from students of process being easy to use, and enhanced learning.
Then 'UOW age of integrity -gamifying academic integrity' with Dr. Zeenath Reza Khan (recorded presentation). Summarised concerns around plagiarism. Some lag and problems with sound in this presentation :( Introduced game-based training as a solution. The GAIV project created a game-based system to educate students about plagiarism.
A Q & A and networking /afternoon tea session followed.
Then watched the keynote at 5.30pm NZ time by Professor Michael Sankey via zoom on 'embracing student innovation in the age of Generative AI'. Both Covid and Gen AI have challenged academic integrity. Gen AI has revolutionised the way we write and work. Argues that adopting a disposition that embrased innovation is the only option. Gen AI is now here, it might morph but will not go away. Important to re-evaluate how we go about teaching and assessing. Students need to be helped to process information in different ways - how do we scaffold students to use Gen AI?? This approach provides opportunities to contribute to the growth of knowledge.
Challenged the audience to imagine how our students can be more productive, from the beginning of their degree. Not only find knowledge but to extend it. Shared the model of contemporary technology-enhanced learning (TEL) ecology and went through how it interacted. Proposed AI has another tool on top of the current TEL tools accept that it can be integrated (e.g. LMS) to support learning more effectively. Summarised the progress of digital ecology, into the cloud, through better interfaces between the various systems (e.g. LTI$xAPI connecting student and learning management systems - walled to open garden etc.). Learning also shifting towards more participatory creation (sort of).
Proposed we do not need a new LMS but that learning has evolved beyond what LMS can provide. Shared the key technologies and practices in the 2023 Educause Horizon report - particularly AI-enabled applications for predictive and personal learning, Gen AI, blurring boundaries between learning modalities, hyflex, microcredentials etc. Discussed the uses of Anthology - which is integrated into Blackboard LMS. Current challenge shows low attendance, a hangover from Covid and need of students to work to finance their studies. micro-credential have a place but do not provide full solution.
Also shared the progress with the metaverse and AI will only increase its expansion and reach. Teams chat is used across industry, not discussion forums like LMSs. Study time for students has to be flexible and some pay others to complete their course work (see chegg)
Moved on to Gen AI (see weforum)- pluses and minuses. Argued for the need to teach students how to use Gen AI. AI literacy a key to ensure students understand Gen AI limitations and the need to fact check its outputs. Proposed the need to support students to become creators and be productive. Ai can provide instant feedback on students' writing, simplify complex information and scaffold information on specific tasks. Useful for neuro-divergent and second language learners. Not just to consume but to also be creators of new learning resources. Shared results of Charles Darwin U survey with academic staff. Use of AI still emergent. Then shared the 10 CDU priorities for assessment. Reduce emphasis on final high stakes exams. reduce propensity for wide-spread quizzes for important assessments. Look for opportunities for course wide assessments. Weight assessments aligned to level of learning. Increase emphasis on formative feedback 'for learning'. Design active, collaborative, authentic assessments. Increase use of work integrated learning. Assessments for inclusion and use of multimodal assessments. Reduce essays and long form text.
Drew on work of Anders Sorman-Nilsson to move the brain from the menial and mundane, to the creative and innovative. Therefore, continue to design 'authentic assessments' which are relevant to students'' future careers - see this blog for details.Therefore, set personalised, complex and topical assessment tasks. Shared many examples,
The key note was followed on by a series of 5 minute presentations on Gen AI from both academic staff and students.
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